NOTE: The different levels of knowledge in the parentheses refer to Bloom's Taxonomy
Lesson Sequence
Class: Life Science Unit: Environment- Pond Water Testing Project Topic: Introduction to the Unit & The Basics about Creating a Hypothesis
HOOK:
I will bring in two different kinds of macroinvertebrates: a beetle and a leech. Students will have an opportunity to look at these organisms closely. I will then tell them that these two macro organisms live in the pond behind the school. I will then ask the class how much fun it would be to go out there and see what other kinds of cool thing live in there. I will then quickly explain that beetles and leeches have different levels of tolerence to the water quality. I'll tell the students that in this unit we will be able to act as scientists and conduct many water quality tests and see what the pond water is like and who lives in it. Students will learn that they will first need to design a hypothesis about the pond water quality and throughout the unit we will be conducting experiments and collecting samples to analyze.
SPECIFIC CONCEPTS THAT ARE TAUGHT:
Teaching students the basics about the scientific method. Specifically, teaching students to recognize independent and dependent variables in experiments as well as teaching them that the scientific method is a way to ask and answer scientific questions by making observations and doing experiments. The main concept of this lesson is for the students to learn the steps of the scientific method because they will be formulating their own hypotheses as we begin this project. Students should learn the steps of the scientific method:
Ask a Question
Do Background Research
Construct a Hypothesis
Test Your Hypothesis by Doing an Experiment
Analyze Your Data and Draw a Conclusion
Communicate Your Results
Instructional Activities: Students should be able to:
1. Differentiate between an Independent Variable (variable being tested) & Dependent Variable (controlled variable) 2. List the ingredients that make up a testable hypothesis 3. Be able to list the difference between a prediction and a hypothesis
Time & Activity
9:15-9:25 A.M. Introduce students to the web based water-testing project
9:25-9:40 A made-up scenario given & asked to formulate a hypothesis in order to try to come up with a cause to a hypothetical situation
9:40-9:50 Students rotate around the room & discuss their hypotheses with classmates
9:50-10:10 Class discussion of results
Guiding questions: What are the independent and dependent variables in your experiment? What are the steps in testing your hypothesis? How does a prediction differ from a hypothesis? (I.e. Hypothesis=ultra violet light may cause skin cancer vs. Prediction=ultra violet light will cause skin cancer)
Assignment:
1. (Comprehension) Explain your hypothesis & why you designed it the way you did 2. (Synthesis) Devise another hypothesis for homework about any problem/situation/observation by yourself (I.e. Temperature may cause leaves to change color. Why?) 3. Ask your parents/guardians to sign the permission slip for tomorrow’s field trip
Resources for lesson: 1. Teacher-made activity sheets 2. Whiteboard Kerly Way Lesson #2
Class: Life Science Unit: Environment- Pond Water Testing Project Topic: First Trip to the Pond & Forming a Hypothesis
HOOK:
Research and bring in photos around the world about fish that are dieing due to polluted waters. Show these to the students to explain how important the quality of the water is to the life that is living in it. Inform that the objective of our lesson is to go to our pond and to form a hypthesis about the quality of it.
SPECIFIC CONCEPTS THAT ARE TAUGHT:
Students will learn to make predictions based on physical characteristics. Specifically, they will observe the pond water and discuss among each other whether the quality of water is the same or different all over the world. They will then form a hypothesis about the quality of this specific pond based on their observations and discussions.
Instructional Objectives: Students should be able to:
1. Students will develop hypotheses to determine the following:
Whether the quality of the pond water is good or polluted
Whether or not water quality will be better in some areas of the world or worse
Whether or not organisms found in the water will be the same that are found in other parts of the world
2. Use appropriate scientific language to clarify observations & to summarize information 3. Convey information to others in written form
Time & Activity
9:15-9:40 A.M. Walk down to the pond to observe the physical characteristics of the water
9:40-10:10 1. Review yesterday's homework and provide feedback to the students about it
2. Writing a hypothesis as a whole class activity
Assignment:
1. (Synthesis) Formulate a hypothesis about the quality of water in the pond based on the following questions:
Do you think the water is of good or poor quality? Why?
Do you think the water quality will be better in some areas of the worlds or worse? Why?
Are the organisms found in the water the same all over the world? Why or why not?
Activity materials needed:
1. Printable students worksheet Worksheet 2. Appropriate clothing for the field trip
Class: Life Science Unit: Environment- Pond Water Testing Project Topic: Intro to Macroinvertebrates: Importance of macroinvertebrates & using dichotomous keys
HOOK:
Bring in a few different macroinverebrates (in a small container containing water) and pass it around to the students to observe. I will then ask the following question "Do you think these little tiny creatures are important for us to learn?" After some student responses, I will explain to the students that these little organisms (water macroinvertebrates) are actually very important for us because they play key ecological roles in aquatic ecosystems. I will then explain to the students how macroinvertebrates are an important food source for fish, amphibians, and birds, and are consumers of algae, leaves, and other macroinvertebrates. In addition to their ties to the biotic environment, macroinvertebrates are also sensitive to chemical changes in the water and physical habitat surrounding them. Monitoring the physical habitat of aquatic macroinvertebrates provides clues about what might be happening in the ecosystem to affect macroinvertebrate populations. This introduction will help the students get the bigger picture about the importance of this unit and why we will be learning about the relationship between the water sampling tests and the organisms living in the pond.
SPECIFIC CONCEPTS THAT ARE TAUGHT:
Students will learn in this lesson what macroinvertebrates exactly are and why they should care to learn about them. Students will learn about the key ecological roles that these small organisms play in water ecosystems. Also, another major concept in this lesson is the use of a dichotomous key. Students will learn in this lesson what a dichotomous key is and how they can use it to identify macro organisms. This will be necessary for them because they will be collecting their own samples at the pond and will need to know how to identify them.
Instructional Activities: Students should be able to:
1. Define what macroinvertebrates are 2. Use a dichotomous key to identify macroinvertebrates 3. Describe the environmental value of specific macroinvertebrates
Time & Activity
9:15-9:25A.M. Introduce and define macroinvertebrates
* Distribute a Caddis Fly fact sheet to each student and discuss basic macroinvertebrate structure and life stages. Discuss basic facts about macroinvertebrates, giving definitions, examples; discuss different roles that macroinvertebrates have (i.e. shredders, decomposers).
9:25-9:40 Discussion of the importance of macroinvertebrates:
* Stream-bottom macroinvertebrates are an important part of the community of life found in and around a stream.
* Stream-bottom macroinvertebrates are a link in the aquatic food chain. In most streams, the energy stored by plants is available to animal life either in the form of leaves that fall in the water or in the form of algae that grows on the stream bottom. The algae and leaves are eaten by macroinvertebrates. The macroinvertebrates are a source of energy for larger animals such as fish, which in turn, are a source of energy for birds, raccoons, water snakes, and even fishermen.
* Stream-bottom macroinvertebrates differ in their sensitivity to water pollution. Some stream-bottom macroinvertebrates cannot survive in polluted water. Others can survive or even thrive in polluted water. In a healthy stream, the stream-bottom community will include a variety of pollution-sensitive macroinvertebrates. In an unhealthy stream, there may be only a few types of nonsensitve macroinvertebrates present.
* Stream-bottom macroinvertebrates provide information about the quality of a stream over long periods of time.
* It may be difficult to identify stream pollution with water analysis, which can only provide information for the time of sampling. Even the presence of fish may not provide information about a pollution problem because fish can move away to avoid polluted water and then return when conditions improve. However, most stream-bottom macroinvertebrates cannot move to avoid pollution. A macroinvertebrate sample may thus provide information about pollution that is not present at the time of sample collection.
* Stream-bottom macroinvertebrates are relatively easy to collect.
Useful stream-bottom macroinvertebrate data are easy to collect without expensive equipment. The data obtained by macroinvertebrate sampling can serve to indicate the need for additional data collection, possibly including water analysis and fish sampling.
9:40-9:50 Introduce and practice using a dichotomous key:
* Explain the importance and use of a dichotomous key, show examples of various keys to the class
* Construct a dichotomous key together with the students and work through the key with the class to identify each part
9:50-10:10 Group work: identifying macroinvertebrates and their importance:
* Class broken into groups of 3-4 students per group
* Distribute the Macroinvertebrate Identification Key, Macroinvertebrate handout & the Animal Identification Resource
* Explain to the students that they will use their keys and reference material to identify and describe the importance of each macroinvertebrate. Students should work together in their groups to complete the worksheet. Groups will be assigned specific macroinvertebrates to research and asked to present their information to the class
Assignment:
1. (Analysis) When given a sample of macroinvertebrates, be able to use a dichotomous key to identify them 2. (Analysis) Identify a few pollution tolerant and intolerant species 3. (Comprehension) Describe in a short essay why we can use macroinvertebrates to describe the quality of the pond water
Kerly Way Lesson#4: Detailed Lesson #1 (For day#4)INQUIRY&TECHNOLOGY
Class: Life Science Unit: Environment- Pond Water Testing Project Topic: Enrichment Lesson – Kit Practice
HOOK:
I will ask the students the following question "How exciting would it be to act as a scientist and actually use real equipment to find out information?" I will then tell the students that they will be doing what real scientists are doing -- using various kits to test the quality of a water.
SPECIFIC CONCEPTS THAT ARE TAUGHT:
In this lesson, students will learn how to use test kits to test for the various things we need in our project. Specifically, they will learn how to test for pH, Dissolved Oxygen, nitrates, and phosphates. In addition to learning how to use the kits, students will learn why it's even important to test the quality of water.
Lesson Overview:
This lesson will provide students with an overview of the test kits that we will be using to sample the water quality. Also, they will learn the importance of testing water quality.
We will explore how water run off affects the level of pollution in streams/rivers/ponds and how could we (regular citizens) find out what exactly is dissolved in the water. This is an investigative, inquiry-based lesson.
Learning Performances:
After completing this lesson, students will be able to:
Use a test kit to test for pH, Dissolved Oxygen, and levels of nitrates+phosphates
Explain why water testing is important
Standards Addressed:
National Science Education Standards:
As a result of the activities, all students should develop an understanding about scientific inquiry.
As a result of the activities, all students should develop an understanding of population and ecosystems.
As a result of the activities, all students should develop an understanding of diversity and adaptations of organisms.
As a result of the activities, all students should develop an understanding of change, constancy and measurement.
Rhode Island State Subheadings for Unifying Themes of Science (concepts to be addressed):
Collect Data
Communicate Understanding and Ideas
Design and Conduct Investigations
Represent, Analyze, and Interpret Data
Experimental Design
Observe
Predict
Question and Hypothesize
Use Evidence to Draw Conclusions
Use Tools and Techniques
Materials Needed:
Water samples
Test kits
Paper towels
Laptop stations for each group of students (to be used if enough time remains)
Time Required:
One 45-minute class period
INSTRUCTIONAL SEQUENCE
Introducing the Lesson:
To begin the lesson, I will remind the students that the lessons in our unit are continuously building on each other. I will then inform them that in this lesson we will be learning about the different water sampling kits and the importance of using them. I will tell the students that after completing this lesson, we will be ready to start sampling the pond water the following week. I will tell the students that this is a very important lesson because everything that they will learn today will be put to practical use at the pond.
I will frame this lesson with the following question: “What do the properties of water and mixtures have to do with water quality?” I will then wait and see what kind of responses students will come up with. After a short discussion I will inform the class that we will be finding out that as the water runs off the land into streams, rivers, and ponds, or filters through the ground aquifers, the water can dissolve and “pick up” pollutants due to the polar nature of water and its ability to dissolve many solids and liquids.
Another question that I will ask to set the students in the right frame of mind is: “How can the average citizen find out what is dissolved in the water in and around their community?” Again, I will provide an ample amount of time for the students to voice their opinions and we will have a class discussion on this question as well. At the conclusion of the class discussion, I will inform the students that we will be finding out in this lesson that there are several Environmental Protection Agency, EPA links that can assist with information, but to get straight to the source, we can perform our own tests.
Therefore, we will begin this lesson with the introduction of those various water-sampling tests.
Instructional Activities:
I will break the students into small working groups (3-4 students per group). According to the number of test kits available, I will issue each group the various test kits. If for some reason I won’t have enough kits available per group, I will then ask the students to rotate through various testing stations.
Next, I will distribute the water samples to each group (I will obtain these samples in the morning before the lesson. I will also test these samples beforehand to have an idea of the range of values for each testing parameter). In addition, each group of students will have a set of paper towels on their desk. These will most likely come in handy throughout their investigations of the water samples.
I will then make sure that all students will have the opportunity to use each test kit and get a reading for each parameter. I will rotate around the room between the groups and assist them and make sure that everybody is having a chance to use the kits.
The sequence of testing the kits will be in the following order:
1. Temperature
2. pH
3. Dissolved Oxygen
4. Nitrate-Nitrogen test
5. Phosphate test
After completing these tests, we will have a class discussion and we will analyze the results. Each group will share their data. We will address the following questions:
What was the water temperature?
What was the pH level? Was it in the acceptable range for good water quality?
What was Dissolved Oxygen level? Did it fall into the acceptable range for good water quality?
Based on the above tests, would you consider the water quality to be GOOD/FAIR/POOR?
Concluding the Lesson:
After we have tested all the various kits, I will ask the students the same questions that I asked in the introduction to the lesson: “ What do the properties of water and mixtures have to do with water quality? & How can the average citizen find out what is dissolved in the water in and around their community?”
The answer to the second question should be pretty obvious and prompt by the students. They will probably enthusiastically list all the various kits that we can use to test the water quality. Enthusiastically, because they will just have completed using the kits and will be experts about them and will likely want to share their knowledge. The answer to the first question however, will require some more thinking. To aid them with this question, I will ask the students to use their laptops and go to the following website: http://www.epa.gov/owow/nps/kids/
This website is a really great way for the students to investigate all sorts of different things that people are doing that is harming the water quality around us. It explains very explicitly what a Nonpoint Source Pollution is and what we can do to decrease it. Students should find this interactive website a fun and an informative way to learn about water pollution. In addition, it’s a great way for me to incorporate technology into this lesson by having them do research online.
Before dismissing the students from class, I would once more remind them to keep all these tests in mind because we will be conducting them at the pond later on in our unit.
Assessing Student Understanding:
As always, I will be assessing the students both through formative and summative assessment. As a formative assessment, I will rotate around the room throughout the activities and provide assistance where needed. I will also help clear out any misunderstandings and any questions students will have during the lesson.
As a summative assessment, I will assign a take-home test that includes the following components:
1. Analysis) Explain how temperature can affect the growth of organisms in the pond
2. (Analysis) Explain why certain plant and animal species cannot be sustained in an acidic water
3. (Comprehension) Interpret the Dissolved Oxygen data table & explain why certain fish & macroinvertebrates begin to decline at 0.0-4.0 ppm of D.O.
4. (Comprehension) Choose one of the following essay questions and write a one-page essay:
Explain the effects of excess nitrogen and phosphates on water life
Explain how the various tests can show the possible presence of pollutants in the sample?
Rationale for this Lesson:
We have learned throughout our education courses that students learn best by actually “doing”, that is, by being active participants in the lessons. In this lesson, they are definitely being very active. They are conducting investigations on the quality of water. This is a build up lesson to the main field activity lesson in this unit that will be coming up later in the unit plan. In this lesson, I have tried to familiarize the students with the various equipments that they will be using out in the pond. This will provide them with an opportunity to get comfortable with handling the equipment and to ask any questions and clear out any misunderstandings before actually going out to the field.
Also, this is a great inquiry lesson as well. They are really learning about the different ways that real scientists can use to conduct research on water. They get to manipulate the kits and get a reading for each parameter.
Lastly, I have incorporated technology into this lesson by having the students use the computers and investigate an Environmental Protection Agency (EPA) website designed especially for kids in order to find out about Nonpoint Water Pollution Sources.
Class: Life Science Unit: Environment- Pond Water Testing Project Topic: Introducing the class to the online Discussion Area
HOOK:
I will print out a letter from the Online Discussion area that has been written in a previous year by a 6th grade class. However, these 6th graders will be from Kairo, Egypt. I am hoping that by reading their class letter to my 6th graders will spark some interest in them. They will learn that this is a project that students from all over the world can perform. Also, I will tell the students that maybe next year some teacher in Egypt or in Australia will be reading our letter to intoduce this project. Therefore, we should do a really good job with this introductory letter.
SPECIFIC CONCEPTS THAT ARE TAUGHT:
In this lesson, the major concept is to teach the students how to write a well thought out and organized letter that would include information about our class. Other concepts of the lesson are interpersonal relationships and communication skills. Students will be working in groups and sharing their ideas. They will also need to present their letters to the class. This will provide them with an opportunity to practice their communicative skills.
Instructional Activities: Students should be able to: 1. (Application) Collaboratively write a class letter in clear, concise, organized language that presents basic information about their class 2. (Analysis) Revise & edit the content of the letter using self, peer, and teacher collaborative feedback 3. Publish this class letter to the Online Discussion Area
Time & Activity
9:15-9:25A.M. Students will get to work behind computers & research information about their town, state, and latitude/longitude (so other students in the Discussion Area can pin-point locations on a map)
9:25-9:40 Assign students into groups to work on the letter together
9:40-9:50 Students will rotate around class for peer editing. All groups will present their letters to the class
9:50-10:10 Provide feedback to students about the letters, choose the best letter that includes all the required components and publish it to the online Discussion Area
Kerly Way Lessons #6&7: Detailed Lesson #2 (For days 6&7) INQUIRY
Class: Life Science Unit: Environment- Pond Water Testing Project Topic: Completing the Water Sampling Tests
HOOK:
I will engage the students prior to the actual testing by asking the following question "Does anybody own any fish?" I will then ask the students why it's important that they change the water in their aquariums. After some student responses, I will explain the importance of Dissolved Oxygen in the water. I will explain to the students that it's important to have enough oxygen in the tank for their fish to breathe. I will then tell them that one of the tests that we will be doing at the pond is the Dissolved Oxygen test. I am hoping that this information will put some of the testing into a more personal context for them.
SPECIFIC CONCEPTS THAT ARE TAUGHT:
This is the actual testing part of our whole unit. The main concepts here are for the students to actually use the various equipment and complete the tests. They will learn to deduct the quality of the water based on the tests that they will be completing. They will also learn to identify the macro organisms based on their properties and by the help of the dichotomous key.
Lesson Overview:
In this lesson, we will be going to the pond to complete the water sampling tests. Students will use the test kits and perform all the water quality tests that are required for this project. All the participating students will supply data for the tests in order to provide enough information to analyze these results. This lesson will carry over two days. We will probably get the introduction and the first 1-2 samples done the first day. We will conclude the rest of the tests on the second day.
Learning Performances:
After completing this lesson, students will be able to:
Analyze the quality of water sample through chemical means and physical observations
Make observations about the properties of an organism
Identify, sort, and count macroinvertebrates found in a water sample using a key
Standards Addressed:
National Science Education Standards:
As a result of the activities, all students should develop an understanding about scientific inquiry.
As a result of the activities, all students should develop an understanding of population and ecosystems.
As a result of the activities, all students should develop an understanding of diversity and adaptations of organisms.
As a result of the activities, all students should develop an understanding of change, constancy and measurement.
Rhode Island State Subheadings for Unifying Themes of Science (concepts to be addressed):
Collect Data
Design and Conduct Investigations
Represent, Analyze, and Interpret Data
Use Tools and Techniques
This lesson is designed to address scientific inquiry. Specifically, students will be actively engaged in all the water sampling activities. They will be participating as real world "scientists" by conducting these sampling experiments.
Materials Needed:
Equipment & Testing Kits
Water Sampling Tests Field book
Data Collection Students Worksheet
Interactive Macroinvertebrate Identification Key
Time Required:
Two 45-minute periods (Days 6 & 7 of the unit)
INSTRUCTIONAL SEQUENCE Introducing the Lesson:
I will begin the lesson by reminding the students that each lesson in our unit is building on each other. I will then remind them about the lesson we had on the importance and the use of various water sampling test kits (pH, Dissolved Oxygen etc.) I will then tell the students that we will finally be starting the most exciting part of the unit – the actual water sampling. Before actually going to the pond, I will have a quick review with the students about the water testing kits. Also, to get the students to the right frame of mind, I will ask them the following questions:
What will we use the thermometer for at the pond?
How do we measure the pH of the water?
Why do we need to test for Dissolved Oxygen?
What precautions should we take when handling the macroinvertebrates?
Why can we use sample of macroinvertebrates to serve as an indicator of water quality?
What can we tell about a high level of nitrates and phosphates in the water?
All these questions are necessary to focus on students’ prior knowledge. Since these concepts can be difficult, I want to continually remind the students about the importance of the tests and I want them to be able to understand how all the previous lessons have built up to this main inquiry activity.
Instructional Activities:
After we have answered all the questions, we will gather our materials and head down to the pond (~2min walk).
Once we get to the pond, I will remind the students to be careful when taking samples at the edge of the water and to handle the organisms that they will be finding carefully.
I will then distribute the Student Worksheets to the class and ask them to complete the bottom part of it as they’re performing their experiments (“Water Sampling Tests” part, since we will have already completed the top part of the worksheet in previous lessons of the unit). We will do the water quality sampling in the following order:
1. Take the Water Temperature ➢ Students will use their thermometers to measure the water temperature in Celsius. They will then record their data on their individual worksheets.
2. Measure the Dissolved Oxygen (DO) in ppm ➢ Students will use their DO kits to measure this. I will remind them to sample the water away from the bank and below the water surface level (for greater accuracy). I will also tell them to be careful not to get any bubbles in the sample during the collection (it may result in false high reading). In addition, I will ask the students to fill the DO sample bottle from bottom to top and to put a lid on the bottle while it’s under water. Lastly, students will repeat the DO test three times to obtain the most accurate data. They will then write their DO results on their worksheets.
3. Measure the pH of the Water ➢ Students will be distributed the pH test kits. Again, I will ask them to take the water sample at a location away from the bank and to make sure that the sample is below the water surface. Again, students will record their measured pH on the worksheet.
4. Collect the Macroinvertebrates ➢ I will distribute the Drop Nets to the students for collecting the macroinvertebrates. I will then provide specific instructions on how to collect the organisms (this will be a review since we will have already covered this in a previous lesson of the unit). I will ask the students to position their Drop Nets on the bottom of the pond and proceed to move the net upstream. The net should be stretched out and lying firmly against the bottom of the pond. I will then tell the students to slowly lift the net out of the water and to pay close attention to not lose any macroinvertebrate specimens while the net is lifted. Students will then be instructed to spread the specimens out on a white plastic sheet (this will help them to see the macroinvertebrates easier). They will then need to carefully examine the net and the collected debris for macroinvertebrates.
Identifying the macroinvertebrates:
The identification of macroinvertebrates can be completed by using some very simple keys. For some specimens, a hand lens will be needed to see the identification characteristics. The identification keys will involve choosing pairs of opposite choices or descriptive statements. The students will make observations of the organisms and decide which statement best describes the organism. This is repeated until the macroinvertebrate is identified.
If students reach a point in the selection of descriptive statements at which neither of the statements apply, they can work their way back through the preceding pairs of statements and perhaps reconsider the choices. In some cases, the additional information about the individual macroinvertebrates will be helpful. In others, they could find that they are unable to identify the particular macroinvertebrate and will have to identify it as "unknown" or search for more information. Some macroinvertebrates (such as some caddisfly larva) might be found in a protective case of sand, small sticks, or other material. It may be necessary to remove these cases in order to make an identification.
To facilitate this collection and identification, I will do the following:
Separating the Students into Small Groups:
Groups of 4 - 6 students.
Making a "Gross Examination"
Before the students take their own samples from the collected pond water, I will gather them around the large sample for an initial "gross examination." I will ask them to share their observations. I will tell them that it will be possible to identify most of the organisms in the sample using just a hand lens or the eye.
Sorting the Specimens into Large Containers (1 per group)
Using tweezers or fingers, we will place all the specimens into separate containers so that each group will have one. Each group should then take the larger containers making sure that they dip into the container and don't just collect from the surface. They will then have a large sample from which each student can collect smaller samples for study.
Sorting the Specimens into Small Containers
After each group has collected a sample in the dish pan, each student should use an eyedropper or spoon to collect samples from the pans and separate them into smaller containers for closer examination. Students should NOT return their sample to the original dish pan once they have been identified because the macroinvertebrates in it have already been counted.
Identifying the Specimens
Using an identification key (listed above under Materials Needed), students will observe and identify the type and number of visible organisms found in each sample and record their findings on their worksheet. Students should make notes about organisms that they cannot identify by writing and making pencil sketches. They should make as many observations as they can including color, size, shape, way of moving, number of legs, etc.
5. Sample for Nitrates and Phosphates ➢ Students will be provided with the Nitrogen-Nitrate kit and the Phosphate test kit. I will quickly review the importance of this test with the students (to reinforce this concept). I will explain to the students that bodies of water with high levels of nitrates and phosphates usually have high Biological Oxygen Demand levels due to the bacteria consuming the organic waste. As a result of this, the water then has low DO levels (this should give them a good conceptual understanding and they can connect the relationship between the DO levels and the nitrate + phosphate levels). Again, they will record their results in the worksheet.
Concluding the Lesson:
In order to reinforce the purpose of this lesson, we will have a quick, whole class discussion upon completing all the water sampling activities. We will talk about the different macro organisms that everybody found. I will then tell the students that we will have a follow-up lesson to this one the next day. In the next lesson, we will be analyzing all these test results that we just completed. Before heading back to the class, I will make sure that all the students are done with their sample kits and that the materials are packed up.
Assessing Student Understanding:
I will provide students wit both a formative and a summative assessment. In addition, as an embedded assessment, I will assess students’ work produced at the pond. I will observe their interactions with their peers and myself. Also, I will look at their general attitude towards this project. This kind of assessment will not be graded. It will simply provide me with an understanding of what the students’ general thoughts and attitudes are towards this lesson.
As a formative assessment, I will continually seek to provide help for students. I will provide feedback about the way they’re conducting their sampling and about their worksheets as well. I will also clarify any confusions or questions that they will have.
As a summative assessment, the students will have to do the following two things: 1. Create a species fact sheet about one of the macroinvertebrates found in the pond sample (I will let them choose any organism that they want. However, the sheet will need to include certain criteria. I will provide the specifics to the students). 2. Write one page essay about the different water testing samples that were conducted and the reasons for using them.
I will provide an instructional worksheet and a rubric for the students to follow for this summative assessment.
Rationale for this Lesson:
In the article Using Technology to Support Inquiry in Middle School Science by Novak and Krajcik, a similar water project is described. In the project described in this article, the middle school students also use portable technology as scientific instruments to carry out the investigation on their water body.
Based on my reading of this article, my rationale for this inquiry-based project is to introduce students to scientific concepts, technology tools (various water testing kits), and the process of inquiry (beginning with the initial hypothesis and ending with the final conclusions). Also, collaboration is introduced to the students. To work effectively on this project as "scientists", students will have to work in small groups and learn to collaborate on their investigation. In addition, the students will develop an understanding about concepts in chemistry (pH, dissolved oxygen etc.), earth science, and ecology through the process of inquiry. Some concepts in this project include: water quality, water-quality testing, pollution, pH, and macroscopic life. To aid the students in accomplishing all this goals, certain technological tools will be provided to them (different water testing kits, pH scale etc.)
According to Novak and Krajcik, one of the main benefits of using portable technology is that "students are provided with scientific tools that empower them to collect and analyze data much like real scientists."
Lastly, according to Novak and Krajcik, "collecting field data helps our students to gain ownership of their work."
Class: Life Science Unit: Environment- Pond Water Testing Project Topic: Analyzing the Test Kits Results
HOOK:
I will begin this class by telling the students the story about how Alexander Fleming discovered penicillin accidentally (He made a chance discovery from an already discarded, contaminated Petri dish. The mold that had contaminated the experiment turned out to contain a powerful antibiotic, penicillin). By telling this story to the students, I am hoping to make them appreciate the importance of always analyzing the results of an investigation. Analysis is a critical step in this unit because it gives purpose to what we tested for. Also, as the students will learn from Fleming's story, analysis can lead to new discoveries as well.
SPECIFIC CONCEPTS THAT ARE TAUGHT:
Major concept in this lesson is for the students to be able to explain in their own words how the quality of the pond water affects the living organisms in it. Also, another big concept is the meaning of the collected data. Students will learn in this lesson how to analyze the data and explain why some organisms can live in certain conditions and some cannot (i.e. leeches can live in acidic water but flies cannot). Lastly, students will also reflect on their initial hypotheses in this lesson and explain whether the collected data supports their hypotheses or not.
Instructional Activities: Students should be able to:
1. Assess the water quality of a sample through chemical means 2. Assess the environmental quality of a water sample based on the presence of certain organisms 3. Be able to explain that all living things are affected by the environment 4. Analyze data/information for meaning 5. Distinguish between observations that support a hypothesis and those that do not
Time & Activity 9:15-9:20A.M. Inform the class that they will be using the information collected from the water quality tests and the macroinvertebrates they found in the water sample to make a general determination about the quality of the water in the sampling area.
9:20-9:50 Distribute student worksheets.
Using the results found from the last activity, students will complete the required sections on their worksheets. They will need to reference the Water Sampling Fieldbook to determine whether or not the Test Kit results fall into the acceptable range for good quality.
9:50-10:10 Review of completed worksheets. Class discussion.
Assignment: 1. (Comprehension) Are any of your results not what you expected them to be? Which ones? Explain your reasoning. 2. (Analysis) Is there a relationship between Dissolved Oxygen levels and the types of plants, animal, or other organisms you observed in the water? If so, describe the relationship. 3. (Evaluation) Do you think that your water source is a good environment for organisms to survive based on pH levels? Why or why not? 4. (Analysis) How did the Dissolved Oxygen level of your water sample compare to the temperature? Did you see any relationship between the two? If so, what was it?
Activity materials needed:
1. Student Worksheets Printable Student Worksheet 2. Water Sampling Fieldbook
Class: Life Science Unit: Environment- Pond Water Testing Project Topic: End of Unit Test Review
Instructional Activities: Students should be able to:
1. (Comprehension) Explain the necessary steps in a scientific experiment 2. (Knowledge) Describe the various test kits that were used to sample the water 3. (Comprehension) Describe how macroinvertebrates can be used to describe water quality 4. (Comprehension) Explain the relationship between Dissolved Oxygen levels, pH, nitrates, phosphates AND the macro organisms living in the water 5. (Application) Construct an outline about the key ideas of the unit
Time & Activity
9:15-9:20 A.M. Present the Instructional Activities to the students and divide the class into 4-5 groups
9:20-9:40 Students will share their thoughts in groups and prepare to present their knowledge to the class
9:40-9:50 Each group presents the key ideas of the unit to the class
9:50-10.10 Provide feedback to students about presentations
Assignment:
Review the notes from today's class before the unit test
Lesson Sequence
Class: Life Science
Unit: Environment- Pond Water Testing Project
Topic: Introduction to the Unit & The Basics about Creating a Hypothesis
HOOK:
I will bring in two different kinds of macroinvertebrates: a beetle and a leech. Students will have an opportunity to look at these organisms closely. I will then tell them that these two macro organisms live in the pond behind the school. I will then ask the class how much fun it would be to go out there and see what other kinds of cool thing live in there. I will then quickly explain that beetles and leeches have different levels of tolerence to the water quality. I'll tell the students that in this unit we will be able to act as scientists and conduct many water quality tests and see what the pond water is like and who lives in it. Students will learn that they will first need to design a hypothesis about the pond water quality and throughout the unit we will be conducting experiments and collecting samples to analyze.
SPECIFIC CONCEPTS THAT ARE TAUGHT:
Teaching students the basics about the scientific method. Specifically, teaching students to recognize independent and dependent variables in experiments as well as teaching them that the scientific method is a way to ask and answer scientific questions by making observations and doing experiments. The main concept of this lesson is for the students to learn the steps of the scientific method because they will be formulating their own hypotheses as we begin this project. Students should learn the steps of the scientific method:
Instructional Activities: Students should be able to:
1. Differentiate between an Independent Variable (variable being tested) & Dependent Variable (controlled variable)
2. List the ingredients that make up a testable hypothesis
3. Be able to list the difference between a prediction and a hypothesis
Time & Activity
9:15-9:25 A.M. Introduce students to the web based water-testing project
9:25-9:40 A made-up scenario given & asked to formulate a hypothesis in order to try to come up with a cause to a hypothetical situation
9:40-9:50 Students rotate around the room & discuss their hypotheses with classmates
9:50-10:10 Class discussion of results
Guiding questions: What are the independent and dependent variables in your experiment? What are the steps in testing your hypothesis? How does a prediction differ from a hypothesis? (I.e. Hypothesis=ultra violet light may cause skin cancer vs. Prediction=ultra violet light will cause skin cancer)
Assignment:
1. (Comprehension) Explain your hypothesis & why you designed it the way you did
2. (Synthesis) Devise another hypothesis for homework about any problem/situation/observation by yourself (I.e. Temperature may cause leaves to change color. Why?)
3. Ask your parents/guardians to sign the permission slip for tomorrow’s field trip
Resources for lesson:
1. Teacher-made activity sheets
2. Whiteboard
Kerly Way Lesson #2
Class: Life Science
Unit: Environment- Pond Water Testing Project
Topic: First Trip to the Pond & Forming a Hypothesis
HOOK:
Research and bring in photos around the world about fish that are dieing due to polluted waters. Show these to the students to explain how important the quality of the water is to the life that is living in it. Inform that the objective of our lesson is to go to our pond and to form a hypthesis about the quality of it.
SPECIFIC CONCEPTS THAT ARE TAUGHT:
Students will learn to make predictions based on physical characteristics. Specifically, they will observe the pond water and discuss among each other whether the quality of water is the same or different all over the world. They will then form a hypothesis about the quality of this specific pond based on their observations and discussions.
Instructional Objectives: Students should be able to:
1. Students will develop hypotheses to determine the following:
2. Use appropriate scientific language to clarify observations & to summarize information
3. Convey information to others in written form
Time & Activity
9:15-9:40 A.M. Walk down to the pond to observe the physical characteristics of the water
9:40-10:10 1. Review yesterday's homework and provide feedback to the students about it
2. Writing a hypothesis as a whole class activity
Assignment:
1. (Synthesis) Formulate a hypothesis about the quality of water in the pond based on the following questions:
Activity materials needed:
1. Printable students worksheet Worksheet
2. Appropriate clothing for the field trip
Resources for lesson:
http://www.k12science.org
Kerly Way Lesson #3
Class: Life Science
Unit: Environment- Pond Water Testing Project
Topic: Intro to Macroinvertebrates: Importance of macroinvertebrates & using dichotomous keys
HOOK:
Bring in a few different macroinverebrates (in a small container containing water) and pass it around to the students to observe. I will then ask the following question "Do you think these little tiny creatures are important for us to learn?" After some student responses, I will explain to the students that these little organisms (water macroinvertebrates) are actually very important for us because they play key ecological roles in aquatic ecosystems. I will then explain to the students how macroinvertebrates are an important food source for fish, amphibians, and birds, and are consumers of algae, leaves, and other macroinvertebrates. In addition to their ties to the biotic environment, macroinvertebrates are also sensitive to chemical changes in the water and physical habitat surrounding them. Monitoring the physical habitat of aquatic macroinvertebrates provides clues about what might be happening in the ecosystem to affect macroinvertebrate populations. This introduction will help the students get the bigger picture about the importance of this unit and why we will be learning about the relationship between the water sampling tests and the organisms living in the pond.
SPECIFIC CONCEPTS THAT ARE TAUGHT:
Students will learn in this lesson what macroinvertebrates exactly are and why they should care to learn about them. Students will learn about the key ecological roles that these small organisms play in water ecosystems. Also, another major concept in this lesson is the use of a dichotomous key. Students will learn in this lesson what a dichotomous key is and how they can use it to identify macro organisms. This will be necessary for them because they will be collecting their own samples at the pond and will need to know how to identify them.
Instructional Activities: Students should be able to:
1. Define what macroinvertebrates are
2. Use a dichotomous key to identify macroinvertebrates
3. Describe the environmental value of specific macroinvertebrates
Time & Activity
9:15-9:25A.M. Introduce and define macroinvertebrates
* Distribute a Caddis Fly fact sheet to each student and discuss basic macroinvertebrate structure and life stages. Discuss basic facts about macroinvertebrates, giving definitions, examples; discuss different roles that macroinvertebrates have (i.e. shredders, decomposers).
9:25-9:40 Discussion of the importance of macroinvertebrates:
* Stream-bottom macroinvertebrates are an important part of the community of life found in and around a stream.
* Stream-bottom macroinvertebrates are a link in the aquatic food chain. In most streams, the energy stored by plants is available to animal life either in the form of leaves that fall in the water or in the form of algae that grows on the stream bottom. The algae and leaves are eaten by macroinvertebrates. The macroinvertebrates are a source of energy for larger animals such as fish, which in turn, are a source of energy for birds, raccoons, water snakes, and even fishermen.
* Stream-bottom macroinvertebrates differ in their sensitivity to water pollution. Some stream-bottom macroinvertebrates cannot survive in polluted water. Others can survive or even thrive in polluted water. In a healthy stream, the stream-bottom community will include a variety of pollution-sensitive macroinvertebrates. In an unhealthy stream, there may be only a few types of nonsensitve macroinvertebrates present.
* Stream-bottom macroinvertebrates provide information about the quality of a stream over long periods of time.
* It may be difficult to identify stream pollution with water analysis, which can only provide information for the time of sampling. Even the presence of fish may not provide information about a pollution problem because fish can move away to avoid polluted water and then return when conditions improve. However, most stream-bottom macroinvertebrates cannot move to avoid pollution. A macroinvertebrate sample may thus provide information about pollution that is not present at the time of sample collection.
* Stream-bottom macroinvertebrates are relatively easy to collect.
Useful stream-bottom macroinvertebrate data are easy to collect without expensive equipment. The data obtained by macroinvertebrate sampling can serve to indicate the need for additional data collection, possibly including water analysis and fish sampling.
9:40-9:50 Introduce and practice using a dichotomous key:
* Explain the importance and use of a dichotomous key, show examples of various keys to the class
* Construct a dichotomous key together with the students and work through the key with the class to identify each part
9:50-10:10 Group work: identifying macroinvertebrates and their importance:
* Class broken into groups of 3-4 students per group
* Distribute the Macroinvertebrate Identification Key, Macroinvertebrate handout & the Animal Identification Resource
* Explain to the students that they will use their keys and reference material to identify and describe the importance of each macroinvertebrate. Students should work together in their groups to complete the worksheet. Groups will be assigned specific macroinvertebrates to research and asked to present their information to the class
Assignment:
1. (Analysis) When given a sample of macroinvertebrates, be able to use a dichotomous key to identify them
2. (Analysis) Identify a few pollution tolerant and intolerant species
3. (Comprehension) Describe in a short essay why we can use macroinvertebrates to describe the quality of the pond water
Activity materials needed:
1. Critters Fact Sheets: Caddies Flies class set (from the PA Fish & Boat Commission: http://www.fish.state.pa.us/mpag1.htm)
2. Macroinvertebrate handout: Field Guide to Freshwater Invertebrates (from http://www.seanet.com/~leska/Online/Guide.html)
3. Aquatic Macroinvertebrate Identification Key: a dichotomous key for each group (from http://people.virginia.edu/~sos-iwla/stream-study/key/MacroKeyIntro.HTML)
4. Animal Identification Resource: http://www.epa.gov/bioindicators/
References for lesson:
1. http://sftrc.cas.psu.edu/LessonPlans/Water/Macroinvertebrates.html
2. http://www.k12science.org
Kerly Way Lesson#4: Detailed Lesson #1 (For day#4)INQUIRY&TECHNOLOGY
Class: Life Science
Unit: Environment- Pond Water Testing Project
Topic: Enrichment Lesson – Kit Practice
HOOK:
I will ask the students the following question "How exciting would it be to act as a scientist and actually use real equipment to find out information?" I will then tell the students that they will be doing what real scientists are doing -- using various kits to test the quality of a water.
SPECIFIC CONCEPTS THAT ARE TAUGHT:
In this lesson, students will learn how to use test kits to test for the various things we need in our project. Specifically, they will learn how to test for pH, Dissolved Oxygen, nitrates, and phosphates. In addition to learning how to use the kits, students will learn why it's even important to test the quality of water.
Lesson Overview:
This lesson will provide students with an overview of the test kits that we will be using to sample the water quality. Also, they will learn the importance of testing water quality.
We will explore how water run off affects the level of pollution in streams/rivers/ponds and how could we (regular citizens) find out what exactly is dissolved in the water. This is an investigative, inquiry-based lesson.
Learning Performances:
After completing this lesson, students will be able to:
Standards Addressed:
National Science Education Standards:
Rhode Island State Subheadings for Unifying Themes of Science (concepts to be addressed):
Materials Needed:
Time Required:
One 45-minute class period
INSTRUCTIONAL SEQUENCE
Introducing the Lesson:
To begin the lesson, I will remind the students that the lessons in our unit are continuously building on each other. I will then inform them that in this lesson we will be learning about the different water sampling kits and the importance of using them. I will tell the students that after completing this lesson, we will be ready to start sampling the pond water the following week. I will tell the students that this is a very important lesson because everything that they will learn today will be put to practical use at the pond.
I will frame this lesson with the following question: “What do the properties of water and mixtures have to do with water quality?” I will then wait and see what kind of responses students will come up with. After a short discussion I will inform the class that we will be finding out that as the water runs off the land into streams, rivers, and ponds, or filters through the ground aquifers, the water can dissolve and “pick up” pollutants due to the polar nature of water and its ability to dissolve many solids and liquids.
Another question that I will ask to set the students in the right frame of mind is: “How can the average citizen find out what is dissolved in the water in and around their community?” Again, I will provide an ample amount of time for the students to voice their opinions and we will have a class discussion on this question as well. At the conclusion of the class discussion, I will inform the students that we will be finding out in this lesson that there are several Environmental Protection Agency, EPA links that can assist with information, but to get straight to the source, we can perform our own tests.
Therefore, we will begin this lesson with the introduction of those various water-sampling tests.
Instructional Activities:
I will break the students into small working groups (3-4 students per group). According to the number of test kits available, I will issue each group the various test kits. If for some reason I won’t have enough kits available per group, I will then ask the students to rotate through various testing stations.
Next, I will distribute the water samples to each group (I will obtain these samples in the morning before the lesson. I will also test these samples beforehand to have an idea of the range of values for each testing parameter). In addition, each group of students will have a set of paper towels on their desk. These will most likely come in handy throughout their investigations of the water samples.
I will then make sure that all students will have the opportunity to use each test kit and get a reading for each parameter. I will rotate around the room between the groups and assist them and make sure that everybody is having a chance to use the kits.
The sequence of testing the kits will be in the following order:
1. Temperature
2. pH
3. Dissolved Oxygen
4. Nitrate-Nitrogen test
5. Phosphate test
After completing these tests, we will have a class discussion and we will analyze the results. Each group will share their data. We will address the following questions:
- Concluding the Lesson:
After we have tested all the various kits, I will ask the students the same questions that I asked in the introduction to the lesson: “ What do the properties of water and mixtures have to do with water quality? & How can the average citizen find out what is dissolved in the water in and around their community?”The answer to the second question should be pretty obvious and prompt by the students. They will probably enthusiastically list all the various kits that we can use to test the water quality. Enthusiastically, because they will just have completed using the kits and will be experts about them and will likely want to share their knowledge. The answer to the first question however, will require some more thinking. To aid them with this question, I will ask the students to use their laptops and go to the following website: http://www.epa.gov/owow/nps/kids/
This website is a really great way for the students to investigate all sorts of different things that people are doing that is harming the water quality around us. It explains very explicitly what a Nonpoint Source Pollution is and what we can do to decrease it. Students should find this interactive website a fun and an informative way to learn about water pollution. In addition, it’s a great way for me to incorporate technology into this lesson by having them do research online.
Before dismissing the students from class, I would once more remind them to keep all these tests in mind because we will be conducting them at the pond later on in our unit.
- Assessing Student Understanding:
As always, I will be assessing the students both through formative and summative assessment. As a formative assessment, I will rotate around the room throughout the activities and provide assistance where needed. I will also help clear out any misunderstandings and any questions students will have during the lesson.As a summative assessment, I will assign a take-home test that includes the following components:
1. Analysis) Explain how temperature can affect the growth of organisms in the pond
2. (Analysis) Explain why certain plant and animal species cannot be sustained in an acidic water
3. (Comprehension) Interpret the Dissolved Oxygen data table & explain why certain fish & macroinvertebrates begin to decline at 0.0-4.0 ppm of D.O.
4. (Comprehension) Choose one of the following essay questions and write a one-page essay:
Rationale for this Lesson:
We have learned throughout our education courses that students learn best by actually “doing”, that is, by being active participants in the lessons. In this lesson, they are definitely being very active. They are conducting investigations on the quality of water. This is a build up lesson to the main field activity lesson in this unit that will be coming up later in the unit plan. In this lesson, I have tried to familiarize the students with the various equipments that they will be using out in the pond. This will provide them with an opportunity to get comfortable with handling the equipment and to ask any questions and clear out any misunderstandings before actually going out to the field.
Also, this is a great inquiry lesson as well. They are really learning about the different ways that real scientists can use to conduct research on water. They get to manipulate the kits and get a reading for each parameter.
Lastly, I have incorporated technology into this lesson by having the students use the computers and investigate an Environmental Protection Agency (EPA) website designed especially for kids in order to find out about Nonpoint Water Pollution Sources.
Sources for lesson:
http://www.k12science.org
Kerly Way Lesson #5
Class: Life Science
Unit: Environment- Pond Water Testing Project
Topic: Introducing the class to the online Discussion Area
HOOK:
I will print out a letter from the Online Discussion area that has been written in a previous year by a 6th grade class. However, these 6th graders will be from Kairo, Egypt. I am hoping that by reading their class letter to my 6th graders will spark some interest in them. They will learn that this is a project that students from all over the world can perform. Also, I will tell the students that maybe next year some teacher in Egypt or in Australia will be reading our letter to intoduce this project. Therefore, we should do a really good job with this introductory letter.
SPECIFIC CONCEPTS THAT ARE TAUGHT:
In this lesson, the major concept is to teach the students how to write a well thought out and organized letter that would include information about our class. Other concepts of the lesson are interpersonal relationships and communication skills. Students will be working in groups and sharing their ideas. They will also need to present their letters to the class. This will provide them with an opportunity to practice their communicative skills.
Instructional Activities: Students should be able to:
1. (Application) Collaboratively write a class letter in clear, concise, organized language that presents basic information about their class
2. (Analysis) Revise & edit the content of the letter using self, peer, and teacher collaborative feedback
3. Publish this class letter to the Online Discussion Area
Time & Activity
9:15-9:25A.M. Students will get to work behind computers & research information about their town, state, and latitude/longitude (so other students in the Discussion Area can pin-point locations on a map)
9:25-9:40 Assign students into groups to work on the letter together
9:40-9:50 Students will rotate around class for peer editing. All groups will present their letters to the class
9:50-10:10 Provide feedback to students about the letters, choose the best letter that includes all the required components and publish it to the online Discussion Area
Activity materials needed:
References/Resources for lesson:
Kerly Way Lessons #6&7: Detailed Lesson #2 (For days 6&7) INQUIRY
Class: Life Science
Unit: Environment- Pond Water Testing Project
Topic: Completing the Water Sampling Tests
HOOK:
I will engage the students prior to the actual testing by asking the following question "Does anybody own any fish?" I will then ask the students why it's important that they change the water in their aquariums. After some student responses, I will explain the importance of Dissolved Oxygen in the water. I will explain to the students that it's important to have enough oxygen in the tank for their fish to breathe. I will then tell them that one of the tests that we will be doing at the pond is the Dissolved Oxygen test. I am hoping that this information will put some of the testing into a more personal context for them.
SPECIFIC CONCEPTS THAT ARE TAUGHT:
This is the actual testing part of our whole unit. The main concepts here are for the students to actually use the various equipment and complete the tests. They will learn to deduct the quality of the water based on the tests that they will be completing. They will also learn to identify the macro organisms based on their properties and by the help of the dichotomous key.
Lesson Overview:
In this lesson, we will be going to the pond to complete the water sampling tests. Students will use the test kits and perform all the water quality tests that are required for this project. All the participating students will supply data for the tests in order to provide enough information to analyze these results. This lesson will carry over two days. We will probably get the introduction and the first 1-2 samples done the first day. We will conclude the rest of the tests on the second day.
Learning Performances:
After completing this lesson, students will be able to:
Standards Addressed:
National Science Education Standards:
Rhode Island State Subheadings for Unifying Themes of Science (concepts to be addressed):
This lesson is designed to address scientific inquiry. Specifically, students will be actively engaged in all the water sampling activities. They will be participating as real world "scientists" by conducting these sampling experiments.
Materials Needed:
Time Required:
Two 45-minute periods (Days 6 & 7 of the unit)
INSTRUCTIONAL SEQUENCE
Introducing the Lesson:
I will begin the lesson by reminding the students that each lesson in our unit is building on each other. I will then remind them about the lesson we had on the importance and the use of various water sampling test kits (pH, Dissolved Oxygen etc.) I will then tell the students that we will finally be starting the most exciting part of the unit – the actual water sampling. Before actually going to the pond, I will have a quick review with the students about the water testing kits. Also, to get the students to the right frame of mind, I will ask them the following questions:
All these questions are necessary to focus on students’ prior knowledge. Since these concepts can be difficult, I want to continually remind the students about the importance of the tests and I want them to be able to understand how all the previous lessons have built up to this main inquiry activity.
Instructional Activities:
After we have answered all the questions, we will gather our materials and head down to the pond (~2min walk).
Once we get to the pond, I will remind the students to be careful when taking samples at the edge of the water and to handle the organisms that they will be finding carefully.
I will then distribute the Student Worksheets to the class and ask them to complete the bottom part of it as they’re performing their experiments (“Water Sampling Tests” part, since we will have already completed the top part of the worksheet in previous lessons of the unit). We will do the water quality sampling in the following order:
1. Take the Water Temperature
➢ Students will use their thermometers to measure the water temperature in Celsius. They will then record their data on their individual worksheets.
2. Measure the Dissolved Oxygen (DO) in ppm
➢ Students will use their DO kits to measure this. I will remind them to sample the water away from the bank and below the water surface level (for greater accuracy). I will also tell them to be careful not to get any bubbles in the sample during the collection (it may result in false high reading). In addition, I will ask the students to fill the DO sample bottle from bottom to top and to put a lid on the bottle while it’s under water. Lastly, students will repeat the DO test three times to obtain the most accurate data. They will then write their DO results on their worksheets.
3. Measure the pH of the Water
➢ Students will be distributed the pH test kits. Again, I will ask them to take the water sample at a location away from the bank and to make sure that the sample is below the water surface. Again, students will record their measured pH on the worksheet.
4. Collect the Macroinvertebrates
➢ I will distribute the Drop Nets to the students for collecting the macroinvertebrates. I will then provide specific instructions on how to collect the organisms (this will be a review since we will have already covered this in a previous lesson of the unit). I will ask the students to position their Drop Nets on the bottom of the pond and proceed to move the net upstream. The net should be stretched out and lying firmly against the bottom of the pond. I will then tell the students to slowly lift the net out of the water and to pay close attention to not lose any macroinvertebrate specimens while the net is lifted. Students will then be instructed to spread the specimens out on a white plastic sheet (this will help them to see the macroinvertebrates easier). They will then need to carefully examine the net and the collected debris for macroinvertebrates.
Identifying the macroinvertebrates:
The identification of macroinvertebrates can be completed by using some very simple keys. For some specimens, a hand lens will be needed to see the identification characteristics. The identification keys will involve choosing pairs of opposite choices or descriptive statements. The students will make observations of the organisms and decide which statement best describes the organism. This is repeated until the macroinvertebrate is identified.
If students reach a point in the selection of descriptive statements at which neither of the statements apply, they can work their way back through the preceding pairs of statements and perhaps reconsider the choices. In some cases, the additional information about the individual macroinvertebrates will be helpful. In others, they could find that they are unable to identify the particular macroinvertebrate and will have to identify it as "unknown" or search for more information. Some macroinvertebrates (such as some caddisfly larva) might be found in a protective case of sand, small sticks, or other material. It may be necessary to remove these cases in order to make an identification.
To facilitate this collection and identification, I will do the following:
- Separating the Students into Small Groups:
Groups of 4 - 6 students.- Making a "Gross Examination"
Before the students take their own samples from the collected pond water, I will gather them around the large sample for an initial "gross examination." I will ask them to share their observations. I will tell them that it will be possible to identify most of the organisms in the sample using just a hand lens or the eye.- Sorting the Specimens into Large Containers (1 per group)
Using tweezers or fingers, we will place all the specimens into separate containers so that each group will have one. Each group should then take the larger containers making sure that they dip into the container and don't just collect from the surface. They will then have a large sample from which each student can collect smaller samples for study.- Sorting the Specimens into Small Containers
After each group has collected a sample in the dish pan, each student should use an eyedropper or spoon to collect samples from the pans and separate them into smaller containers for closer examination. Students should NOT return their sample to the original dish pan once they have been identified because the macroinvertebrates in it have already been counted.- Identifying the Specimens
Using an identification key (listed above under Materials Needed), students will observe and identify the type and number of visible organisms found in each sample and record their findings on their worksheet. Students should make notes about organisms that they cannot identify by writing and making pencil sketches. They should make as many observations as they can including color, size, shape, way of moving, number of legs, etc.5. Sample for Nitrates and Phosphates
➢ Students will be provided with the Nitrogen-Nitrate kit and the Phosphate test kit. I will quickly review the importance of this test with the students (to reinforce this concept). I will explain to the students that bodies of water with high levels of nitrates and phosphates usually have high Biological Oxygen Demand levels due to the bacteria consuming the organic waste. As a result of this, the water then has low DO levels (this should give them a good conceptual understanding and they can connect the relationship between the DO levels and the nitrate + phosphate levels). Again, they will record their results in the worksheet.
Concluding the Lesson:
In order to reinforce the purpose of this lesson, we will have a quick, whole class discussion upon completing all the water sampling activities. We will talk about the different macro organisms that everybody found. I will then tell the students that we will have a follow-up lesson to this one the next day. In the next lesson, we will be analyzing all these test results that we just completed. Before heading back to the class, I will make sure that all the students are done with their sample kits and that the materials are packed up.
Assessing Student Understanding:
I will provide students wit both a formative and a summative assessment. In addition, as an embedded assessment, I will assess students’ work produced at the pond. I will observe their interactions with their peers and myself. Also, I will look at their general attitude towards this project. This kind of assessment will not be graded. It will simply provide me with an understanding of what the students’ general thoughts and attitudes are towards this lesson.
As a formative assessment, I will continually seek to provide help for students. I will provide feedback about the way they’re conducting their sampling and about their worksheets as well. I will also clarify any confusions or questions that they will have.
As a summative assessment, the students will have to do the following two things:
1. Create a species fact sheet about one of the macroinvertebrates found in the pond sample (I will let them choose any organism that they want. However, the sheet will need to include certain criteria. I will provide the specifics to the students).
2. Write one page essay about the different water testing samples that were conducted and the reasons for using them.
I will provide an instructional worksheet and a rubric for the students to follow for this summative assessment.
Rationale for this Lesson:
In the article Using Technology to Support Inquiry in Middle School Science by Novak and Krajcik, a similar water project is described. In the project described in this article, the middle school students also use portable technology as scientific instruments to carry out the investigation on their water body.
Based on my reading of this article, my rationale for this inquiry-based project is to introduce students to scientific concepts, technology tools (various water testing kits), and the process of inquiry (beginning with the initial hypothesis and ending with the final conclusions). Also, collaboration is introduced to the students. To work effectively on this project as "scientists", students will have to work in small groups and learn to collaborate on their investigation. In addition, the students will develop an understanding about concepts in chemistry (pH, dissolved oxygen etc.), earth science, and ecology through the process of inquiry. Some concepts in this project include: water quality, water-quality testing, pollution, pH, and macroscopic life. To aid the students in accomplishing all this goals, certain technological tools will be provided to them (different water testing kits, pH scale etc.)
According to Novak and Krajcik, one of the main benefits of using portable technology is that "students are provided with scientific tools that empower them to collect and analyze data much like real scientists."
Lastly, according to Novak and Krajcik, "collecting field data helps our students to gain ownership of their work."
Sources for lesson:
http://www.k12science.org
Kerly Way Lesson #8
Class: Life Science
Unit: Environment- Pond Water Testing Project
Topic: Analyzing the Test Kits Results
HOOK:
I will begin this class by telling the students the story about how Alexander Fleming discovered penicillin accidentally (He made a chance discovery from an already discarded, contaminated Petri dish. The mold that had contaminated the experiment turned out to contain a powerful antibiotic, penicillin). By telling this story to the students, I am hoping to make them appreciate the importance of always analyzing the results of an investigation. Analysis is a critical step in this unit because it gives purpose to what we tested for. Also, as the students will learn from Fleming's story, analysis can lead to new discoveries as well.
SPECIFIC CONCEPTS THAT ARE TAUGHT:
Major concept in this lesson is for the students to be able to explain in their own words how the quality of the pond water affects the living organisms in it. Also, another big concept is the meaning of the collected data. Students will learn in this lesson how to analyze the data and explain why some organisms can live in certain conditions and some cannot (i.e. leeches can live in acidic water but flies cannot). Lastly, students will also reflect on their initial hypotheses in this lesson and explain whether the collected data supports their hypotheses or not.
Instructional Activities: Students should be able to:
1. Assess the water quality of a sample through chemical means
2. Assess the environmental quality of a water sample based on the presence of certain organisms
3. Be able to explain that all living things are affected by the environment
4. Analyze data/information for meaning
5. Distinguish between observations that support a hypothesis and those that do not
Time & Activity
9:15-9:20A.M. Inform the class that they will be using the information collected from the water quality tests and the macroinvertebrates they found in the water sample to make a general determination about the quality of the water in the sampling area.
9:20-9:50 Distribute student worksheets.
Using the results found from the last activity, students will complete the required sections on their worksheets. They will need to reference the Water Sampling Fieldbook to determine whether or not the Test Kit results fall into the acceptable range for good quality.
9:50-10:10 Review of completed worksheets. Class discussion.
Assignment:
1. (Comprehension) Are any of your results not what you expected them to be? Which ones? Explain your reasoning.
2. (Analysis) Is there a relationship between Dissolved Oxygen levels and the types of plants, animal, or other organisms you observed in the water? If so, describe the relationship.
3. (Evaluation) Do you think that your water source is a good environment for organisms to survive based on pH levels? Why or why not?
4. (Analysis) How did the Dissolved Oxygen level of your water sample compare to the temperature? Did you see any relationship between the two? If so, what was it?
Activity materials needed:
1. Student Worksheets Printable Student Worksheet
2. Water Sampling Fieldbook
References for lesson:
http://www.k12science.org
Kerly Way Lesson#9 (Day 10 of instruction)
Class: Life Science
Unit: Environment- Pond Water Testing Project
Topic: End of Unit Test Review
Instructional Activities: Students should be able to:
1. (Comprehension) Explain the necessary steps in a scientific experiment
2. (Knowledge) Describe the various test kits that were used to sample the water
3. (Comprehension) Describe how macroinvertebrates can be used to describe water quality
4. (Comprehension) Explain the relationship between Dissolved Oxygen levels, pH, nitrates, phosphates AND the macro organisms living in the water
5. (Application) Construct an outline about the key ideas of the unit
Time & Activity
9:15-9:20 A.M. Present the Instructional Activities to the students and divide the class into 4-5 groups
9:20-9:40 Students will share their thoughts in groups and prepare to present their knowledge to the class
9:40-9:50 Each group presents the key ideas of the unit to the class
9:50-10.10 Provide feedback to students about presentations
Assignment:
Review the notes from today's class before the unit test
Home